英文期刊
Zhang, Y. & Sun, R. (In press). LMOOC research 2014 to 2021: What have we done and where are we going next? ReCall(SSCI).
Zhang, Y. & Dong, L. (2022). A study of the impacts of motivational regulation and self-regulated second-language writing strategies on college students’ proximal and distal writing enjoyment and anxiety. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.938346(SSCI)
Zhang, Y. &Chieh, Y. (2022). An observation protocol for scaffolding community of inquiry and its exemplary practices in Language MOOCs. International Journal of Computer-Assisted Language Learning and Teaching, 12(1), 1-20.https://doi.org/10.4018/IJCALLT.306652 (ESCI)
Liu, M. & Zhang, Y. (2022). Relations among and predictive effects of Chinese learning motivation, use of Chinese and proficiency in Chinese on international students’ intercultural sensitivity. Journal of International & Intercultural Communication (ESCI). https://doi.org/10.1080/17513057.2022.2086993
Zhang, Y.& Lin, C.-H. (2021). Effects of community of inquiry, learning presence, and mentor presence on k-12 online learning outcomes. Journal of Computer Assisted Learning, 37(3), 782-796. https://doi.org/10.1111/jcal.12523 (SSCI)
Zheng, B. &Zhang, Y. (2020). Self-regulated learning: The effect on medical students’ learning outcomes in a flipped-classroom environment. BMC Medical Education, 20(1), no.100. https://doi.org/10.1186/s12909-020-02023-6 (SSCI)
Zhang, Y.& Lin, C.-H. (2020). Motivational profiles, learning satisfaction, and perceived learning outcomes for K-12 virtual school students: A person-centered study. British Journal of Educational Technology. (SSCI)https://doi.org/10.1111/bjet.12871
Zhang, Y.&Lin, C.-H. (2020). Student interaction and the role of the instructor in a virtual high school: What predicts online learning satisfaction? Technology, Pedagogy, and Education, 29(1), 57-71. (SSCI) https://doi.org/10.1080/1475939X.2019.1694061.
Lin, C.-H., Bae, J., &Zhang, Y. (2019). Online self-paced high-school class size and student achievement. Educational Technology Research and Development,67(2),317-336. doi: 10.1007/s11423-018-9614-x (SSCI, 2017 impact factor 1.728)
Choi, Y., Zhang, D., Lin, C.-H., &Zhang, Y. (2018). Self-regulated learning of vocabulary in English as a foreign language.Asian EFL Journal, 20, 54-82.
Lin, C.-H., Zhang, Y., &Zheng, B. (2017). The roles of learning strategies and motivation in online language learning: A structural equation modeling analysis. Computers & Education, 113, 75-85.doi:10.1016/j.compedu.2017.05.014 (SSCI, 2016 impact factor 3.819).
Zhang, D., Lin, C.-H., Zhang, Y., & Choi, Y. (2017). Pinyin or no pinyin: Does access to word pronunciation matter in the assessment of Chinese learners’ vocabulary knowledge? The Language Learning Journal.doi:10.1080/09571736.2017.1289237 (ESCI).
Zhang, Y., Lin, C.-H., Zhang, D., & Choi, Y. (2017). Motivation, strategy, and English as a foreign language vocabulary learning: A structural equation modelling study. British Journal of Educational Psychology, 87, 57-74.doi: 10.1111/bjep.12135 (SSCI, 2016 impact factor 2.403).
Lin, C.-H., Zheng, B., &Zhang, Y. (2017). Interactions and learning outcomes in online language courses.British Journal of Educational Technology, 48, 730-748.doi: 10.1111/bjet.12457 (SSCI, 2016 impact factor 2.410).
Lin, C.-H., & Zhang, Y. (2014).MOOCs and Chinese language education.Journal of Technology and Chinese Language Teaching, 5(2), 49-65. (ESCI).
英文專著章節
Zhang, Y. (2021).The effects of expectancy and task values on Chinese doctoral students’ anxiety about using English for academic oral communication. In Z. Lu, M. Liu, & W. Zhang (Eds.), Teaching and researching Chinese EFL/ESL learners in higher education (pp. 150-168). Routledge.
Zhang, Y., Liu, H., & Lin, C.-H. (2018). Research on class size in K-12 online learning. In K. Kennedy & R. E. Ferdig (Eds.), Handbook of research on K-12 online and blended learning (2nd ed., pp. 273-283). Pittsburgh, PA: ETC Press.
Zhang, Y., & Deroo, M. (2017). Technology instruction in language teacher education programs. In C.-H. Lin, D. Zhang, & B. Zheng (Eds.), Preparing foreign language teachers for next-generation education (pp. 1-22). Hershey, PA: IGI Global. doi: 10.4018/978-1-5225-0483-2.ch001
中文期刊與專著章節
林金錫&張亦凝. (出版中). 慕課對對外漢語教學的啟示。收錄于趙金銘總主編、鄭豔群主編《漢語作為第二語言教學的教學技術研究》，商務印書館。
林金錫&張亦凝. (2015). 慕課對對外漢語教學的啟示。《國際漢語教育》, 44(1), 131-143.
編著會議論文集
Guo, Q., Zhang, Y., & Yan, Y. (Eds.) (2020). International & interdisciplinary: New trends and perspectives in English language teaching at tertiary level. The Hong Kong Polytechnic University.
